Education Commons^™

Promoting Scholarship And Faculty Development Through Faculty Learning Communities, Olive J. Yonge Dr., Sandra J. Davidson

Quality Advancement in Nursing Education - Avancées en formation infirmière

Faculty learning communities (FLCs), whether they are topic or cohort-based, are a form of professional development that promote scholarship and collegiality among faculty members. This article describes how a number of FLCs were initiated in a Faculty of Nursing (FoN). Members who participated described the FLCs as scholarly, creative and morale enhancing. One of the most significant impacts in the topic-based FLCs was having members create a scholarly product such as articles, letters, theatrical performances, books, faculty modules, briefs and paintings. For the cohort-based FLC the product was preparing pre tenure faculty for tenure. It is recommended FLCs be voluntary, …

Exploring Self-Efficacy And Anxiety In First-Year Nursing Students Enrolled In A Discipline-Specific Scholarly Writing Course, Kim M. Mitchell, Tom Harrigan, Torrie Stefansson, Holly Setlack

Quality Advancement in Nursing Education - Avancées en formation infirmière

Background: Very few studies measuring writing self-efficacy or anxiety in undergraduate nursing students exist in the education literature. The purpose of the present investigation was to identify if changes to writing self-efficacy and writing anxiety will occur in first-year baccalaureate nursing students who are exposed to a discipline-specific scholarly writing course employing scaffolding strategies as the primary instructional method. Concurrently, this study was the pilot test for a new measure assessing writing self-efficacy, The Self-Efficacy Scale for Academic Writing.

Method: A one-group pre-test/posttest design was employed. Sixty-four (64) paired questionnaires were available for analysis. Bandura’s self-efficacy theory and a scaffolding …